【摘要】 在世界范围内,高等教育专业选择性别隔离现象普遍存在,改善性别隔离有助于提高工程科技人才培养的数量和质量,更好地满足产业发展需求。聚焦我国工科专业性别隔离的研究中,鲜有从教育投入-产出角度探究女生是否适合学习工科专业这一问题。本研究基于全国本科生调查数据,使用教育生产函数增值评价模型,采用PSM-DID的研究思路,缓解专业选择偏误问题,并从本科教育增值和教育投入-产出效率两个方面实证检验了男女生就读工科专业的异质性。研究结果表明,就读工科专业的女生仅在专业认知能力发展上存在一定劣势,但该劣势能够通过课堂教学设计的优化和调整予以改善。除此之外,就读工科专业的女生相对而言并没有劣势,女生并非不适合学习工科专业。研究建议加强对工程教育及工程实践的推广和宣传,消除社会对于工科学习、就业的刻板印象,引导和鼓励更多有意愿的女生投身工科专业学习;同时应确保工科专业教学更符合女生的认知规律。更多还原

【Abstract】 Gender segregation within STEM fields in higher education is concerned globally,alleviating gender segregation can help improve the quantity and quality of STEM talent development. Few studies focusing on gender segregation in engineering majors in China have explored the issue of whether female students are suitable to study engineering from the perspective of educational outcome. Based on the National Undergraduate Survey Data,this study employsa value-added model of education production function,adopts aPSM-DID design,and mitigates the selection bias problem,then examines the heterogeneity of female students studying engineering majors from two aspects: value-added outcome and individual’slearning efficiency. The results shows that female students majoring in engineering only had a significant disadvantage in the development of professional cognitive ability,which could be compensated by adjusting the teaching design such as lengthen the teaching time. There is no evidence that female students are not suitable for majoring in engineering. The study suggests to eliminate the stereotypes about engineering study and employment between genders,and guide more female students who are willing to major in engineering; meanwhile,we should try to reform the teaching method to make it more compatible with the cognitive rules of female students in engineering majors.更多还原